Anisah Rizkiani Amin, 2015 Patterns of teacher
– students interaction
Universitas Pendidikan Indonesia |
repository.upi.edu |
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CHAPTER I INTRODUCTION
This chapter consists of seven parts, such as: background of the research, statement of problem, aims of the study, significance of the research, research
methodology, scope of the research, clarification of terms, and organization of paper.
1.1 Background
Interaction in classroom is considered as an important thing which cannot be ignored. This interaction involves the interaction between teacher and students as
a part of teaching and learning activity and communicative language teaching. Interaction, as a part of communicative language teaching, is the heart of
communication Brown, 2001. Moreover, interaction in the classroom is a part of primary factors by which learning is accomplished in the classroom Hall
Walsh, 2002, p.187. In line with this, Chaudron 1988, states that interaction in the classroom also relates to classroom instruction in order to convey information
from the knowledgeable teacher to the “empty” and passive students. Therefore,
the interaction between teacher and students can also be said as classroom interaction.
Classroom interaction relates to spoken language as a part of it. In the classroom interaction, both teacher and students use language in order to create an
interaction. Language can be called as a tool or object or even an „event‟ to help
people to interact with each other, reason, plan, remember, and communicate since language is a means of communication Byrne, 1980; Talebinejad Matou,
2012. Classroom interaction includes verbal and non-verbal languages which are important in maintaining communication between teacher and students. Although
not only language can be used as a form of communication between teacher and students, language is the most important Byrne, 1980.
Anisah Rizkiani Amin, 2015 Patterns of teacher
– students interaction
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
Classroom interaction requires active process of teaching and learning activity. It is in line with Hussain et al 2011:492 that active process of teaching and
learning can be created by two ways of communication between teacher and students where they actively engaged. This interaction can also be specified as
teacher-students interaction since it is the core of classroom interaction Dukmak, 2010, p.39. Moreover, in interaction, students can convey the language they
absorbed and learned in the real life exchanges where expressing their real meaning is important to them Choudhury, 2005. In the classroom interaction, the
interaction between teacher and students, there is a communicative repertoire. Communicative repertoire is
individuals‟ ways of using language and literacy and other means of communication such as gestures, dress, posture, or accessories in
order to communicate well in the multiple communities in which they participate Rymes, 2010, p.2. Since the communicative repertoire happens also in the
classroom, this repertoire is called classroom repertoire. In classroom repertoire, teacher has ways in delivering knowledge to the students
which can be said as Teacher Talk, while way of students delivering their ideas or taking part in teacher-students interaction is called Student Talk. However,
Harmer 1998 as cited in Liu Le, 2012, p.2 found that Teacher Talk monopolized the interaction in the classroom than the Student Talk. Even though
the Teacher Talk contributes to students‟ participations in the classroom, the
balance of the amount between Teacher Talk and Student Talk is important, so they can get more opportunities in improving their knowledge and their English
language competences Liu Le, 2012, p.2. The students‟ participations and
Teacher Talk are related to each other and they contribute in creating the patterns of exchanges that occur in the classroom. Besides, the influence of Teacher Talk
in students‟ participation more or less depends on teacher‟s guide which includes
teacher‟s questions. Teacher uses questions in order to manage the classroom interaction Liu Le, 2012, p.3.
Anisah Rizkiani Amin, 2015 Patterns of teacher
– students interaction
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
There are two types of teacher‟s questions as proposed by Ellis 1994 as cited in
Liu Le, 2012, display and referential questions. In display questions, students‟
answers are predicted by the teacher and tend to be short answers. Whereas in referential q
uestions, students‟ answers tend to be long and more authentic responses than display question which creates more teacher-students interaction.
These questions more or less give contribution in creating teacher- students‟
interaction in the classroom which has certain pattern of exchanges. The classroom interaction patterns will occur when there is a teacher-students
interaction. The classroom interaction patterns can be seen using exchange patterns. The patterns of exchanges, based on Suherdi 2010, are categorized into
two categories: non-anomalous and anomalous. Non-anomalous exchanges are well-formed exchanges which according
to Berry‟s Exchange System Network ESN have all predicted elements for each pattern. Whereas, anomalous
exchanges are ill-formed exchanges which have no formal K2- or obligatory K1- elements or both Suherdi, 2010.
Some approaches have been developed as the ways or methods in order to analyze the interaction happens in the L2 classrooms; the psychometric approach, the
interaction analysis approach, the discourse analysis approach, and the ethnographic approach Coulthard, 1977. The psychometric approach is
considered as the most traditional approach to the study of L2 classroom which involves comparison of the effects of specific instructional programs or methods
on student learning outcome which is usually seen from the result of the tests. On the other hand, the interaction analysis approach uses FLINT Foreign Language
Interaction instrument which is derived from Bales‟ 1950 work on group
processes and Flanders‟s 1970, and developed by Moskowitz 1971 in which it involves the separate simultaneous coding for language of each behavior, and
later, categories the drill and feedback behavior and such. Whereas the discourse analysis approach sees Sinclair and Coulthard‟s system as one of tools for
Anisah Rizkiani Amin, 2015 Patterns of teacher
– students interaction
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
analyzing the verbal discourse of classroom interaction which takes place in instructional period or lesson. However, it is different from the ethnographic
approach, it has not been extensively employed in L2 classroom because it requires highly trained observers since it demands a great deal of time and
commitment of research personnel Coulthard, 1977. Concerning the above discussion, this study is intended to analyze the classroom
interaction patterns based on framework developed by Suherdi 2010 which occur in classroom interaction as a part of discourse analysis approach. Besides,
this study also aims to find the influence of Teacher Talk in classroom interaction.
1.2 Statement of Problem
